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primary school


The primary school curriculum at Bahrain Indian School is fuelled by the natural curiosity that children exhibit at this age. Children share ideas and experiences, and develop a sense of community and discipline through interactions with nature, people, objects and the environment. They explore and investigate, consolidate and connect what they learn, ponder over and question it, and then demonstrate their learning in multiple ways. Teachers have many roles too: they are facilitators, learners, guides and mentors. The classrooms and bulletin boards in school reflect the energy generated at this stage by the students. The displays are an explosion of ideas, creativity and pride, illustrating discoveries in languages, math and science. Insights in to concepts are expressed using dance, theatre and movement as well. Each class sets its own rules for expected behaviors, guided by a school-wide discipline policy. Responsibilities and expectations are clearly defined by the students themselves.

The Primary School Programme At the primary level, we follow an Integrated Thematic Curriculum based on NCERT (National council of Education Research and Training)

Curricular Practices in Primary School

1. Integrated teaching through Themes and projects: our integrated curriculum views learning and teaching in a holistic way (rather than as compartmentalized subjects) through meaningful themes and projects that reflect the wider world. This approach prepares children to take responsibility for their own learning and become lifelong learners. It also facilitates a sharing of ideas and a strong sense of community because student activities are done in collaborative ways.

2. Curriculum based on age- specific learning goals.

3. Differentiated learning: learning plans that cater to at least three levels of learners in a class.

4. Small group instruction.

5. Individual learning plans.

6. Presentations at the end of themes and projects.

7. Assessments: relevant, formative and continuous, they are based on observations, projects, activities, worksheets, research and presentations, and weekly reviews- linked to learning experiences in term of FA (formative assessment)

8. Summative reviews: To check for end of unit understanding.

9. Special activity weeks: including visual and performing arts, literary activities, math, and science activities.

10. Accelerated learning reading programs for math and English.

11. Reading enrichment programmed.

12. Circle Time.

13. Extended learning opportunities in the form of Field trips and workshops.

14. Vertical learning groups: where students across grades work on activities together, enabling younger ones learn from their seniors, and the older ones to learn soft skills likes leadership, teaching patience and understanding. E.g. Assembly time.

15. Technology integration.

16. Ideal teacher-student ratio.

17. Weekly student-led assemblies.
To achieve this strong foundation, young learners need to be nurtured in a safe and happy environment, one where they can lead their learning, take risks and make mistakes, and learn from every new experience.

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